Analysis of Different Views and Conceptualizations of the Literacy Practices of Pupils, Families, and Teachers in Costa Rican Primary Education

Children’s literacy skills development through non-formal education: a scoping review

“…The studies that were included in this review were published between the years 2018 and 2023. In 2018, three articles [21]- [22], [26] were found in research on non-formal education. In addition, two articles were found in 2019 [20], [27] from the four databases.…”

“…As to the distribution by country, the highest number of studies were conducted in Portugal [20], [29], [30] and Brazil [24], [26], [33] with n=3 studies respectively. Meanwhile, nine countries, namely Finland [19], Costa Rica [21], Nigeria [22], Greece [23], Romania [32], Luxembourg [25], Ireland [27], Spain [31], and a combination of respondents from both Bangladesh and Pakistan [28] were recorded with one study each.…”

“…From the accumulated 15 studies in Table 4, n=10 [20], [23]- [24], [26], [27], [29], [30]- [33] were qualitative studies, followed by n=3 [21], [22], [25] were quantitative studies. Meanwhile, n=2 studies [19], [28] used a mixed-method research design.…”

“…Meanwhile, n=2 studies [19], [28] used a mixed-method research design. There were n=3 studies conducted using action research [20], [23], [33] and survey [21], [22], [25] respectively. In addition, n=2 studies applied case studies [24], [31] and literature searches [26], [32] respectively.…”

“…Aims to cultivate active digital citizens recorded n=6 studies [19]- [20], [24], [27], [28], [33]. Moreover, there were n=4 studies which aimed to develop literacy capabilities [21], [25], [29], [31]. Two studies [26], [32] aimed to encourage environmental learning.…”